Oral Answers to Questions

Nicholas Dakin Excerpts

Thursday 9th June 2011 Commons Chamber

[Mr Prisk]

Absolutely. The point is that we are not only seeking to invest through technology innovation centres but ensuring that our investment in, as it were, the software—the staff, the apprenticeships and the skills—is brought together. That combination of work on the technological side and in skills is crucial. Harland and Wolff is a good example.

[Nic Dakin (Scunthorpe) (Lab)]

13. What steps he plans to take to support those affected by job losses at the Tata plant in Scunthorpe.

[The Parliamentary Under-Secretary of State for Business, Innovation and Skills (Mr Edward Davey)]

Of course, we were very disappointed to hear the news. It will be a worrying time for the workers affected, but I reassure the hon. Gentleman that the Jobcentre Plus rapid response service and the Skills Funding Agency are working with Tata Steel to support workers at the Scunthorpe plant.

[Nic Dakin]

I thank the Minister for his response. It would be good if he or the Secretary of State could come to Scunthorpe to see the situation first hand. Will the Government be bidding for European globalisation adjustment funds, for which the situation in Scunthorpe is eligible?

[Mr Davey]

I pay tribute to the hon. Gentleman for his efforts. He has met the Minister of State, Department for Business, Innovation and Skills, my hon. Friend the Member for Hertford and Stortford (Mr Prisk), and I am sure that he welcomed the announcement by my right hon. Friend the Secretary of State of the taskforce, on which the hon. Gentleman is serving. It is for the taskforce to come up with ideas not just for the regional growth fund but for European funding. If the taskforce can put together a bid, I am sure that it will get the Department’s support.

--- Later in debate ---

[Nic Dakin (Scunthorpe) (Lab)]

T3. According to the Office of Fair Trading, self-regulation of debt management companies is not working. Does the Minister agree that it is time for the Government to act to protect vulnerable consumers?

[Mr Davey]

The hon. Gentleman is quite right. He knows that I met him and other members of the all-party group on debt and personal finance to discuss that very issue. He will know of my concern about it, which was shared across the meeting. When we respond to the call for evidence on consumer debt and personal solvency, we will have a lot to say about that very issue.

Oral Answers to Questions

Nicholas Dakin Excerpts

Monday 23rd May 2011 Commons Chamber

[Tim Loughton]

If the hon. Gentleman has read the Munro report, he will know that she identifies as the biggest enemy to protecting children better the bureaucracy that has gone into the system, whereby social workers at the sharp end with other key agencies and professionals spend up to 80% of their time in front of computer screens, complying with processes rather than getting out into the field and dealing with the vulnerable families and children whom they went into the profession to protect. That is what we want to happen in future, and I hope it will happen as we take forward the Munro review, in the best interests of protecting the vulnerable children who are not nearly safe enough now.

[Nic Dakin (Scunthorpe) (Lab)]

17. How much funding will be available through the 16-to-19 bursary fund in the 2011-12 academic year for students starting their courses in September 2011 after allocation of the amount guaranteed for vulnerable groups.

[The Minister for Further Education, Skills and Lifelong Learning (Mr John Hayes)]

We expect the cost of providing a £1,200 bursary to the most vulnerable young people to be just under £15 million in 2011-12. In addition, just over £101 million in 2011-12 will be allocated to schools, colleges and training providers for them to make discretionary awards to students. As the hon. Gentleman knows, we are also putting in place transitional funding.

[Nic Dakin]

In evidence to the Select Committee on Education last week, the chief executive of the Association of Colleges made it clear that to support young people properly, schools and colleges ought to have known six months ago how much money they would get. They still do not know how much money they will get. When will they know?

[Mr Hayes]

What colleges do know is that the Government are providing just over £194 million in 2011-12 in the transitional support that I have described. Of course, the change that we are describing is a change towards greater discretion. I was with the gentleman to whom the hon. Gentleman refers, and I know how much he welcomes that additional discretion, so that the system can become more responsive, dynamic and suited to need.

Education Performance

Nicholas Dakin Excerpts

Thursday 12th May 2011 Westminster Hall

[Mel Stride]

I thank my hon. Friend the Minister for helpfully reminding me of that. I am sure that the shadow Minister will address that comment in due course.

Whether we have gone up or down a bit in such surveys is not the main point, as a number of hon. Members have said. At the end of the day, as I shall demonstrate, being average or around average is simply not good enough—as I think the Opposition accept, including the hon. Member for Liverpool, West Derby (Stephen Twigg) who very much stressed that point. According to the 2009 league table, if we were to have achieved at the level of the best—for example, Finland—67% of students in this country would have obtained five A* to C grades, including English and mathematics. The actual figure is just 49.8%. That is a huge loss of human capital and is to the enormous detriment of students who did not achieve those grades as a consequence of us not being the best. Average performance is clearly changing through time because those countries with good education systems that consistently put them at the top of the table are good at adapting and innovating. Such countries are not standing still and they are getting better.

[Nic Dakin (Scunthorpe) (Lab)]

Interesting evidence given to the Select Committee on Education this week from the OECD demonstrates how complex the matter is. What does the hon. Gentleman have to say about the OECD’s report that, although Finland is very good in terms of attainment, it is very poor at getting young people into employment? The UK is better at that than, for example, Finland. These issues are complex.

[Mel Stride]

I thank the hon. Gentleman for his point. Of course, these matters are complex. That is exactly what I have been arguing. However, there is no getting away from the fact that we have remained average for far too long across too many measures—PISA, TIMSS, the progress in international reading literacy study and so on.

PISA is, indeed, a complex study. It looks not just at 15-year-olds in terms of reading, mathematics and science, but at the background of those students. It looks at their aspirations and attitudes and how the schools in which those students are studying function. One of the key conclusions that is drawn by the OECD from those studies is that education in this country is not promoting social mobility to the extent that it should. One of the ways of identifying that point is to look at the different achievement levels of individual pupils. There is a high correlation between social deprivation and poorer students, and lower achievement. In fact, 13.9% of a student’s achievement can be attributed to their socio-economic background. That figure is far lower in other countries, including in Finland at 8.3% and Canada at 8.2%.

That brings me on to my next point. This is not a zero-sum game where having excellence and achieving well in these league tables means letting down poorer students. It is quite possible to achieve both—to make sure that we are at the top of the league table and that we are doing well by students from less advantaged backgrounds. That has been shown not just by Finland and Canada, but by Japan and South Korea. In this country, we have for too long tolerated a long tail of underachievement in the distribution of education performance, which is why I am pleased that a lot of the Government’s very radical education policies are specifically designed to address that.

My final point—I will be brief—is that the PISA studies also highlight the link between various underlying factors in education and performance, for example, the key effect of operational independence of schools on results. There is a clear correlation between schools being allowed to get on with it and good educational achievement. That is one of the reasons why I welcome the free schools and academies programme we have put into effect. Standards-based external examinations are also key drivers of performance in education. I also welcome the English baccalaureate and very much subscribe to the comments that my hon. Friend the Member for South West Norfolk made about it.

The quality of teachers lies right at the heart of the issue and is absolutely key; in fact, it is referred to in the title of the White Paper that we have brought forward. It is absolutely right to raise the bar on qualifications for teachers and to be more rigorous in selecting them. That includes taking a close look at interpersonal skills as well as academic qualifications. I urge the Minister to look very carefully at the point about interpersonal skills for teachers. We can all remember from our student days—in my case, at Portsmouth Grammar school in the constituency next door to that of my hon. Friend the Member for Portsmouth North (Denny Mordaunt)—those teachers who were highly-qualified, but could not inspire. It is very important that we do what we can to identify them.

The final point that comes out of the PISA and OECD analysis is the importance of the culture in a school, specifically as regards discipline, an issue mentioned by my hon. Friend the Member for South Basildon and East Thurrock (Stephen Metcalfe). I welcome the Government’s approach: 24 hours’ notice will no longer be required for detentions; pupils may be searched if teachers are concerned; anonymity will be provided to teachers who face serious allegations from pupils; and head teachers and governing bodies will have more autonomy over exclusion. As a governor of a school, I think that all those things are absolutely spot on, and I congratulate the Government.

This is an important debate. For too long, measuring success in education has been with reference to the past. It has been done with reference to inflated examination results—results pumped up by resits, continuous assessment and diminishing examination standards—and we have simply disguised failure by doing that. Worse, we have also failed far too many of our young people. I congratulate my hon. Friend the Member for South West Norfolk on securing the debate, and the Government on placing international standards right at the heart of our education policy.

Education Bill

Nicholas Dakin Excerpts

Wednesday 11th May 2011 Commons Chamber

[Mr Brady]

I shall not detain the House for long. New clause 2 was a modest but practical measure that would have extended opportunities to children of limited means. I am disappointed that my hon. Friend the Minister feels unable to give it stronger support, but I also hope that the other place will return to this important issue. I beg to ask leave to withdraw the clause.

Clause, by leave, withdrawn.

New Clause 5

Payments in relation to full-time, post-16 education

‘(1) EA 1996 is amended as follows.

(2) In section 518, after subsection (2), insert—

“(3) The Secretary of State must make regulations in relation to the payment of any allowance or bursary to any eligible applicant who is over compulsory school age but aged 18 or under and who attends a full-time further education course in England in a school sixth form or at a Further Education College or at a sixth form college, or who is on a Foundation Education programme or who is on a Foundation Education programme or who is on a ‘Programme-Led Apprenticeship’.

(4) Payments under subsection (3) shall be subject to the eligible recipient attending every learning session in connection with an eligible education course unless the recognised educational institution has authorised every absence.”.’.—(Nic Dakin.)

Brought up, and read the First time.

[Nic Dakin (Scunthorpe) (Lab)]

I beg to move, That the clause be read a Second time.

[Mr Deputy Speaker (Mr Nigel Evans)]

With this it will be convenient to discuss the following:

New clause 6—Education Maintenance Allowance—

‘(1) EA 1996 is amended as follows.

(2) In section 518, after subsection (2), insert—

“(3) The Secretary of State must make regulations in relation to the payment of an Education Maintenance Allowance to any eligible applicant who is over compulsory school age but aged 18 or under and who attends a full-time further education course in England in a school sixth form or at a Further Education college or at a sixth form college, or who is on a Foundation Education programme or who is on a ‘Programme-Led Apprenticeship’.

(4) Payments under subsection (3) shall be subject to the eligible recipient attending every learning session in connection with an eligible education course unless the recognised educational institution has authorised every absence.

(5) The minimum payments under subsection (3) shall be determined by the Secretary of State, to take effect on 1 September of every year.

(6) Regulations may provide for the eligibility criteria or administration of the Education Maintenance Allowance.”.’.

New clause 9—Requirement to achieve specified standard: suppliers of careers guidance—

‘(1) EA 2002 is amended as follows.

(2) In section 29 (additional functions of governing body), after subsection (5) insert—

“(6) The governing body and head teacher of a maintained school shall comply with any standards prescribed by the Secretary of State in securing that all relevant registered pupils at the school are provided with independent careers guidance under section 42A (Provision of careers guidance in schools in England) of the Education Act 1997 including the opportunity for pupils to meet at the premises of the school the person providing independent careers guidance.”.’.

New clause 11—Enrichment activities for 16 to 18 year olds—

‘(1) EA 2002 is amended as follows.

(2) After section 85A insert—

“85B Enrichment activities for 16 to 18 year olds

(1) A pupil aged 16 to 18 is also entitled to guidance, tutorials and enrichment activities which may include—

(a) learning aims that lead to external qualifications or external certificates of attainment not approved by the Secretary of State;

(b) careers guidance;

(c) sports;

(d) music, dance and drama;

(e) industry-related programmes, including vendor-certificated courses such as those offered by IT companies;

(f) health education;

(g) use of learning resource centres;

(h) activities that support learners to access a progression opportunity and/or employment;

(i) counselling.

(2) The Secretary of State shall take into account the entitlements in subsection (1) when determining funding for pupils aged 16 to 18.”.’.

Amendment 27, in clause 26, page 27, line 21, at end add—

‘(7) The Secretary of State must produce a transition plan to highlight how he will assist schools, colleges and local authorities in the transition from the current system of careers guidance to the new all-age careers service.’.

Amendment 28, page 27, line 21, at end add—

‘(7) Before the commencement of this section, the Secretary of State must report to Parliament on arrangements for the funding of careers guidance between the end of ring-fenced Connexions funding and the establishment of the All Age Careers Service.’.

Amendment 19, in clause 27, page 27, line 36, at end insert—

‘(d) an Academy School.’.

Amendment 29, page 28, line 3, at end insert ‘by qualified careers professionals’.

Amendment 18, page 28, line 5, at end insert—

‘(ba) involves at least one guidance session that is delivered in person by a qualified careers professional, and’.

Government amendments 36 and 37.

Amendment 17, in clause 76, page 57, line 9, at end insert—

‘(2A) Section 68 will come into force on 1 September 2013.’.

[Nic Dakin]

I want to cover three areas. The first relates to education maintenance allowance and the direction of the Government’s programme. One of my former students, Emma Donaldson, reminded me recently of the Prime Minister’s words just before the general election. He could not have been clearer when he said:

“We have looked at educational maintenance allowances and we haven’t announced any plan to get rid of them”.

Well, that didn’t last very long, did it? Emma wrote:

“The Tories claim that the younger generation should not pay for the mistakes of the past generation, but with these slashes in allowances and the raising of tuition fees we are being asked to do exactly that.”

We can add the disappearance of the future jobs fund to that list, and it is easy to understand why young people feel badly let down by this Government.

The EMA is about far more than just boosting participation. It is also about attendance, achievement, motivation and welfare support. Giving evidence to the Select Committee, David Linnell, the principal of Cornwall college, warned:

“If EMAs are reduced, and if the money is severely reduced, we will see two things. We will see a reduction in those students who come, stay and actually succeed.”

He was talking about students not only coming to the college, but staying and succeeding.

New clause 5 relates to one of the conditions for young people gaining an award of the EMA, which is the motivational aspect of the award. I welcome the fact that the Government were taken kicking and screaming to listen to young people and their families, and that they improved the offer of money available. Even so, the amount available for young people in the new scheme has dropped from £560 million to £190 million, and recipients will receive significantly less in normal circumstances. Furthermore, 68% of colleges recently surveyed believe that recruitment to colleges will be severely affected as a result of these changes.

My concern is about not only recruitment, but ensuring that, once recruited, the students are retained and that the motivational aspect of the EMA is retained in the new award, so that it can have an impact on motivation and achievement as well as on welfare support. The current consultation seems to look both ways, talking about national benchmarks as well as saying that all those matters can be decided locally. It is therefore unclear to what extent there will be a postcode lottery and to what extent the motivational aspects will be retained through certain conditions. It is clear that the most important condition relates to attendance, because it is easy to measure and maintain.

Those are my comments on my first topic, so let me move on to new clause 11, which deals with my second topic—the provision of enrichment activities for post-16 students and the appropriate funding of the same. The cut in entitlement funding from 114 guided learning hours to 30 guided learning hours, which was made earlier this year for the coming year, has resulted in significant detriment to the funding of post-16 learning—it is essentially a 75% cut in entitlement, which translates into a 12% cut in overall funding.

The new clause refers to the range of activities that benefited from that enrichment funding. It is ironic that on the day after the Government got into a muddle over the ill-thought-out idea to sell places at university, they should go out of their way to undermine the funding arrangements for post-16 and the development of the broader person that is necessary to allow young people from the state sector to compete on equal terms with those from other sectors. I hope that the Government will look carefully at those proposals on funding post-16 education.

In April this year, the National Union of Teachers and the Employer Contact Unit conducted a snapshot survey on the impact of cuts on further education and sixth-form colleges. It found that the overwhelming majority of colleges—96%—had been told that their budgets would be significantly cut for 2011-12. Of those, more than nine out of 10 said that the cuts would have a negative impact on teaching and learning in their colleges. That survey highlights the immediate effect of the cuts to enrichment funding on young people now. That is a matter of huge concern—to me and many others—and it needs to be looked at. The new clause provides an opportunity for Ministers to do so.

I have had conversations with Ministers and taken delegations to see them about what is happening on the front line of education, so I know that they have been surprised by the impact of the changes to enrichment funding. Those Ministers are sensible and serious people who will think about how best to make an adjustment as we go forward, so that the education system can continue to be robust and successful.

My final point concerns quality careers guidance, which is covered by amendments 27, 28, 19, 29 and 18. The amendments are designed to ensure that the Bill’s suggestions are improved, so that we have high-quality, face-to-face careers guidance and do not let it wither away. Life is already much harder and more competitive for Emma, whom I quoted earlier, and her generation. University is expensive and to get a job after studying many young people are expected to work for free to get their foot on the ladder, which is not a good thing. Young people might need well-connected parents to arrange an opportunity, but the young people whom I represent do not always have those advantages.

By this Government’s actions, the careers service, the EMA, the future jobs fund and tuition fees—the ladders of support to help young people get on in life—are being systematically kicked away. Good quality personalised careers advice is essential to help young people make the best choices for their future. It is too important to be left to a postcode lottery.

The concept of a postcode lottery is a theme running through my three main points. If we are not careful, we will have a postcode lottery on the education maintenance allowance; we will have a postcode lottery on enrichment activities; and we will have a postcode lottery on careers advice. That is not what we owe to this country’s young people. That is why our amendments are designed to secure proper conditionality around the EMA, a commitment to enrichment activities along with the proper funding necessary to put them back in place, and a commitment to secure a high standard of guidance in every school and college.

Higher Education Policy

Nicholas Dakin Excerpts

Wednesday 27th April 2011 Commons Chamber

[Mr Hayes]

I would be the first to acknowledge that I have not seen that research, but I would be more than happy to look at it. I am a straightforward politician, as the hon. Lady knows, and I have to say to her that when fees were first introduced, I was one of the doubters. I wondered whether they would have the effect that has been articulated again today. However, the evidence is that they have not done so. They have not affected applications in the way that was predicted by some people, and she is on dangerous ground if she thinks that they will have that effect this time round.

It does not seem credible for the Opposition to prosecute the argument that students will be deterred from applying to university and that there will therefore not be enough of them, and simultaneously to argue that there will be too many applications and that the universities will be unable to fund sufficient places to meet the demand. The Opposition seem to be running two horses, neither of which is likely to reach the winning post.

[Nic Dakin (Scunthorpe) (Lab)]

rose—

[Mr Hayes]

I shall give way to the hon. Gentleman, who is a great expert on these matters.

[Nic Dakin]

The Minister says he was a doubter in the past. Is he surprised that so many universities are now setting fees of £8,500 and £9,000? If such fees create a gap, how will the problem be solved? Will it be solved by cutting student numbers or by cutting university income?

Post-16 Education Funding

Nicholas Dakin Excerpts

Monday 28th March 2011 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend for reminding us that it was under the last Government that the Learning and Skills Council’s capital scheme collapsed, causing no end of heartache to many principals and students who had hoped that they would be able to enjoy handsome new facilities. The Chancellor has released through the Budget £125 million of additional capital spending for England. That money is intended to ensure that we have a new generation of university technical colleges, but some of it will go to support 16-to-19 institutions as well.

[Nic Dakin (Scunthorpe) (Lab)]

The majority of post-16 students attend colleges and are not currently eligible for free school meals. Will the Secretary of State confirm that, in line with his statement, they will be eligible for free school meals in future and will be paid the additional £800 a year that he has just announced?

[Michael Gove]

That is fair point. The hon. Gentleman was previously the principal of a very successful further education college. As he will know, many FE colleges simply do not have the facilities to be able to provide free school meals; they do not have the cafeterias or kitchens in place. What we need to do is ensure that students who are attending FE colleges have the money they need so that if they are travelling particular distances and are learning at different times, they receive the support they need—whether it be for subsistence, transport or equipment. We both know that the way in which students learn after the age of 16 is varied and does not follow the same pattern as the normal school day. That is why the provision has to be flexible in order to ensure that the very poorest receive the support they need.

Sure Start Children’s Centres

Nicholas Dakin Excerpts

Wednesday 2nd March 2011 Commons Chamber

[Mr Stuart]

I thank the hon. Lady for her intervention. She makes a fair point, but service delivery is the key and there is enormous variation in that between children’s centres across the country. In the last Parliament, the National Audit Office investigated the cost-effectiveness of centres at our behest, and it concluded that

“it remains very difficult to examine and compare centres’ cost effectiveness.”

It also said:

“Where we have been able to calculate unit costs we found wide variations. Together with other evidence this suggests that there is still scope for improving cost effectiveness.”

That suggests that there could be savings. The Government reasonably say that reductions in budget should not necessarily lead to closures. Children’s centres could, perhaps, be improved and operate on a lower budget.

The NAO also said:

“There is qualitative evidence of improvement; for example, some local authorities and centres are developing and implementing means of managing children’s centres to make more effective use of skills and resources. And most centres and local authorities have made substantial improvements in their monitoring of performance since our 2006 report.”

There is progress, therefore.

I ask the Minister to set out the Government’s vision, and explain to what extent they wish the existing infrastructure to be maintained, or whether, in the spirit of localism and the tailoring of services to meet local needs, they want local authorities to make up their own minds, which might lead to great discrepancies. It could certainly lead to the loss of a national entitlement to children’s centres, but that might be an improvement. A true localist looking at the analysis of the results so far may conclude that a more localised and differentiated approach would be better.

I went on a Select Committee trip to Finland two weeks ago. Learning lessons from Finland is hard, and I know my predecessor as Chair of the Select Committee, the hon. Member for Huddersfield (Mr Sheerman), hated any mention of Finland. I do not think he ever explained why, but I guess it was because of the difficulty of applying its experiences and contexts to our experiences and contexts. There was one thing I did learn from Finland, however. Someone in its central department of education said, “We’ve been trying to achieve a particular outcome, but although we’ve been working at it for 10 years, we haven’t really made as much progress as we want, so we’re going to work harder and carry on trying to make it happen.” That is very different from the way things are done in our country, where, typically, 18 months into a new initiative new Ministers arrive and throw it overboard because they decide it does not work, and they stop doing the long, hard, grinding work that leads to the improvement of existing services.

I would hate the groundwork that has been done by children’s centres across the country to be dismantled, not because they are universally successful but because it takes a long, hard slog to improve performance and management, to bring on more leaders, and to learn what certificates they should sit for so that we have higher quality staff who can identify the areas that are brilliant and share that practice, and identify the areas that are poor and need to be challenged. I would rather we did that than what this country seems to do, which is just throw everything up in the air again when a new set of Ministers come into office.

[Nic Dakin (Scunthorpe) (Lab)]

The hon. Gentleman is making a powerful case. One of the Select Committee conclusions is:

“Children’s centres are a substantial investment with a sound rationale, and it is vital that this investment is allowed to bear fruit over the long term.”

The hon. Gentleman is reminding us of the necessity to consider the long term. The long term is even longer than 10 years, as he rightly points out, so now is not the time to fiddle with this provision.

[Mr Stuart]

It is certainly a time to fiddle with it. There is ample room for improvement, but it would be a shame if these centres were inadvertently dismantled before what they could deliver had been properly thought through. I certainly agree with the hon. Gentleman about that.

I also want the Minister to say whether there are any incentives in place for local authorities to ensure that they focus on changing the life chances of young children, because all too often people will pay lip service and say, “Of course we’re on board with this.” I am reminded of another Select Committee trip, this time to the Netherlands in the last Parliament. The Dutch changed the way local authorities were financed in respect of young people’s services. I think they froze the money from central Government so that if there was a spike in youth unemployment and so forth, local authorities would be at serious financial risk, but if they addressed such matters, they would be much better off. As a result, local authorities stopped just processing young people and putting the financial claim for that into the centre. Instead they became locally responsible for the financial consequences of young people remaining as NEETs. I believe—the previous Select Committee Chairman will put me right if I am wrong—that they more than halved the number of NEETs over the years.

If there are incentives for local authorities that are real and that bite and that mean they take this issue incredibly seriously and focus on it, that would give me more confidence than even the maintenance of the centres. If I felt that local authorities were driven by a desire to grasp this agenda and make a difference to their young people’s lives and one of them told me it was closing some of its children’s centres, I would find that more encouraging than watching, in this time of fiscal retrenchment, centres close apparently because they were especially local and apparently because things would then get better.

Independent Debt Advice

Nicholas Dakin Excerpts

Tuesday 8th February 2011 Westminster Hall

[Nic Dakin (Scunthorpe) (Lab)]

I apologise, Mrs Riordan, that I will have to leave before the debate’s conclusion in order to attend a Public Bill Committee. I am pleased to follow my neighbour, the hon. Member for Brigg and Goole (Andrew Percy), and I welcome the concerns expressed by Members on both sides of the Chamber. Our analyses may differ, but that does not alter the fact that we share a common concern. The reason why we are taking part in this debate and why it is so well attended is to get answers from the Minister to the points so ably made by my hon. Friend the Member for Makerfield (Yvonne Fovargue), whom I congratulate on securing this timely and important debate.

We are in a time of falling growth, rising unemployment and rising prices fuelled by the VAT increase. That may well mean that, notwithstanding the past, more families and people are more likely to get into financial difficulties in the future. They are, therefore, in danger of becoming prey to organisations that take advantage of the financially vulnerable, putting desperate people into a state of greater desperation.

My hon. Friend the Member for Walthamstow (Stella Creasy) has done much already in this Parliament to raise awareness of the need to control the actions of loan sharks. We also need to ensure that accessible, independent debt advice remains available for people so that they can square up their affairs and remain healthy and effective in society. Statistics nationally show that demand for debt advice is already on the increase. Last year, Citizens Advice assisted 580,000 people with £2.4 million-worth of debt problems, which is an increase of 23% on the previous year. In addition, 1.4 million people—one in every 33 UK adults—received advice from charities such as National Debtline.

The financial inclusion fund was deliberately located in areas such as Scunthorpe to meet the needs of communities that had difficulty accessing debt advice. The vision was to create a step change in the availability of face-to-face debt advice services, and Members on both sides of the Chamber who have spoken so far have insisted upon the importance of those services in addressing the issues. Every year, the FIF debt advice services have directly helped more than 100,000 people nationally to resolve their debt problems. Audits and evaluations show that the services have been effective and well targeted at people who need such advice.

The situation in relation to the provision of independent debt advice in my Scunthorpe county constituency is particularly concerning, and I fear that it is typical of many other parts of the country. Some 200 people a year are currently being supported by FIF debt advice, and many of them have problems or communication needs that require face-to-face support for it to be effective.

An additional problem in the Scunthorpe area is that there is currently no legal service contract for debt advice, which exacerbates the problem for all advice agencies. The previous contract allowed for 400 new matter starts, or cases, per annum. The local firm of solicitors who provide this service tell me that all their clients were referred to them from other agencies, such as the CAB and North Lincolnshire Homes, which do not have the capacity to provide that advice themselves. To its credit, that solicitor’s practice is providing advice on a pro bono basis, but that is clearly not sustainable.

[Kate Green]

Does my hon. Friend agree that a significant concern about solicitors providing debt and other forms of advice as part of a package is that the legal aid changes will narrow access to advice, so that it is given only when a family home is at risk? As we know, creditors like to negotiate the whole package of debt together, including mortgage debt and other personal debt. However, that will no longer be possible because we have no single funding stream through which all debt advice can be provided.

[Nic Dakin]

My hon. Friend is completely right. Early intervention in providing debt advice saves money, saves homes and saves lives. There is a real danger that the legal aid changes will exacerbate an already difficult problem. I hope that a new contract will be agreed in the Scunthorpe area, but when the contracts expire in 2014, no further debt advice of that sort will be provided locally.

[Mr Slaughter]

All welfare debt legal aid will be taken out of scope if the Green Paper’s proposals go ahead. The financial inclusion fund provided a complementary service and was of a highly technical nature. Advice was provided on consumer credit, insolvency, mortgage arrears and other matters of that kind. The double-whammy of these cuts and the local authority cuts will be absolutely fatal to advice centres across the country. The type of advice provided shows that it is ludicrous for Government Members to say that the matter can in some way be picked up by amateurs. We are talking about highly technical issues that are for professional people to advise on.

[Nic Dakin]

I thank my hon. Friend. I think all hon. Members agree that these are specialist advice services with specialist staff. One of the points my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) made was about the danger of losing specialist expertise. That is another consequence I am sure nobody wants to see. In Scunthorpe, the part-time debt adviser at Crosby community association was withdrawn in December. The area is now losing the FIF debt advice, and the debt advice provided through legal aid is not in place. North Lincolnshire credit union does not provide debt advice, so the local situation is bleak.

As my hon. Friends have pointed out, there is a direct correlation between debt advice and ill health. My hon. Friend the Member for Makerfield mentioned the case study of John. Grant Thornton’s recent study, “Psychology of Debt,” demonstrated that one in two adults with debts have a mental health problem and one in four people with a mental health problem is also in debt. It is therefore clear that the time spent helping people to address their debt problems can help their overall health and well-being. Money spent by the Government on debt advice is likely to save money being spent on the health service. Research by Friends Provident found that the provision of free debt advice allowed creditors to recover in one year £1 billion more than they would otherwise have done.

[Mr Watts]

Will my hon. Friend give way?

[Nic Dakin]

I am about to finish.

Independent free debt advice is good for the individual, good for the public and private sectors and good for UK plc as a whole. I hope that the Minister will take this opportunity to spell out the Government’s plans to ensure that independent debt advice remains available and accessible to all those who need it. It is crucial that the Government do not abandon people with debt problems at this time.

[Several hon. Members]

rose—

Post-16 Students

Nicholas Dakin Excerpts

Tuesday 1st February 2011 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

When the Secretary of State for Education gave evidence to the Select Committee before Christmas, he confessed that the funding of post-16 education is even more mystifying and complicated than that of the rest of the education service. As a sixth-form college principal until I became an MP at the last election, I am, however, a bit of an anorak about the funding of 16 to 19-year-olds’ education, so I am afraid that some of what I have to say is a bit technical. Former colleagues have contacted me concerned about the proposals coming out of the Young People’s Learning Agency that landed in colleges just before Christmas—an interesting Christmas card, some might say, but it suggested a not so happy new year for post-16 students.

I understand that the Department for Education has agreed provisional budget figures with the Treasury for the next four years but has not yet published them. It looks as though the total budget for education and apprenticeships will rise by 1% over the next four years, partly to provide funding for an extra 68,000 places, or 4% growth in the number of post-16 students. The YPLA is proposing a cut in entitlement funding from 114 guided learning hours to 30 guided learning hours. Guided learning hours are what YPLA funding buys. This represents a 75% cut in entitlement, which will translate into a 12% cut in overall funding for sixth-form colleges, and a significant cut for general further education colleges and school sixth forms. Sixth-form colleges are particularly affected because they concentrate almost solely on 16 to 19-year-old learners.

[Lilian Greenwood (Nottingham South) (Lab)]

Does my hon. Friend agree that places such as Nottingham, where a high proportion of learners study in colleges rather than in school sixth forms, will be particularly hard hit by these changes?

[Nic Dakin]

That could turn out to be the case, as the changes happen. One of the problems is that the YPLA has not yet made clear what all the impacts of the changes in funding will be. There is therefore a little bit of hope that this might not happen, and I am sure that the Minister will address that point in his response.

[Caroline Lucas (Brighton, Pavilion) (Green)]

In Brighton, we have three sixth-form colleges, each of which faces a cut of at least 12% over the next four years as a result of the cuts to entitlement funding. Does the hon. Gentleman agree that, once inflation and VAT have been factored in, we could be looking at funding cuts of up to 20% by 2014-15, which really is a burden too hard to bear?

[Nic Dakin]

That is the worry. Such figures are floating around in the sector, and they are very disturbing, as the hon. Lady rightly says.

Entitlement funding currently provides the money for, among other things, tutorial and guidance systems in colleges, careers support, some targeted support for weaker learners, and health advice. It also pays for those non-examined activities such as sport, drama, music, volunteering and vocational experiences, which broaden the educational experience of young people.

[Damian Hinds (East Hampshire) (Con)]

I would like to raise the case of a student called Georgia, who is studying at Alton college in my constituency. As a result of the guided learning hours, she has had the opportunity to study creative writing and poetry, as well as something called “applying to competitive courses”. She has also received one-to-one coaching for her Oxbridge entrance. As a result, she now has an offer from Girton college, Cambridge. I am sure that the hon. Gentleman would acknowledge that part of the whole picture involves trying to find the money to fund the young person’s premium, which is analogous to the pupil premium. I am sure that that is something that we would all applaud, but is it not also important always to find space in the curriculum, and in the funding, for these enrichment activities that can put state-educated children on an equal footing with privately educated children, and that those activities receive the priority that they deserve?

[Nic Dakin]

The hon. Gentleman makes a very good point, drawing on a clear case study from Alton college, an excellent college in his constituency. He makes the point that it is crucial to strike the right balance and ensure that colleges can continue their excellent work in developing the whole person and allowing young people from a state education background to access the best universities. Alton, and other colleges up and down the land, have done this very well over the years. He also draws attention to what is happening to the money for disadvantaged students, which it appears is being creamed off. It is not yet clear how it will be distributed, and that is at the heart of this issue.

[Bill Esterson (Sefton Central) (Lab)]

A friend of mine who used to teach at a college in my hon. Friend’s constituency told me of my hon. Friend’s fine reputation in his previous role. My hon. Friend was talking about the funding cuts for 16 to 18-year-olds. I have here a note from the principal of Hugh Baird college in Sefton, who tells me:

“The very significant cut in entitlement funding for 16-18 year olds will make it a real challenge for many colleges…to give learners the excellent pastoral support, the personal and social responsibility and employability skills which they deserve and need to positively contribute to the economic recovery and society in general.”

Would my hon. Friend care to comment on that information?

[Nic Dakin]

My hon. Friend makes a clear and cogent point and draws on another case study from another very good college, this time in his constituency. In many ways he makes the same point as the hon. Member for East Hampshire (Damian Hinds) about how entitlement funding helps to develop the whole person and is crucial to the thrust of our education service and to what colleges have done so well for so many years.

[Mrs Jenny Chapman (Darlington) (Lab)]

May I reinforce the point made in the two previous interventions and speak about social mobility? When I discuss the issue with the principals of Darlington college and Queen Elizabeth sixth-form college in Darlington, they say that although they are getting better and better at producing the right grades to get their students into good jobs and good universities, their students are still unable to access the same opportunities as other young people because they do not have some of the softer skills and wider experiences in life that young people from different backgrounds have been able to access as a result of their family’s income. It is so important that our colleges are able to give young people those opportunities and experiences while they are at college.

[Nic Dakin]

I thank my hon. Friend for her intervention. She mentions two more very good colleges, both in her constituency. The point that she makes about social mobility builds on the points made earlier by the hon. Member for East Hampshire and my hon. Friend the Member for Sefton Central (Bill Esterson). What entitlement funding has done so well is provide experiences that enrich and expand young people’s experiences so that they gain greater confidence and are able to aspire to go on to greater things. The education system post-16, building on the building blocks of the pre-16 experience, has done that so well over recent years. The proposed cuts to entitlement funding call into question colleges’ ability to maintain that momentum.

At the same time as entitlement funding has been cut by 12%, the maximum funding for each student has been reduced from 787 hours, or 1.75 standard learner numbers, in the jargon of post-16 funding, to 702 hours, or 1.56 standard learner numbers. That is a 10% reduction in that part of the funding formula. I warned hon. Members that the debate would get rather technical at certain points.

Some of the money saved by these measures will be returned to colleges and schools with higher numbers of students from disadvantaged backgrounds or with low entry qualifications, but details are not yet available of how the £150 million of disadvantaged funding will work. As the hon. Member for East Hampshire said, the lack of clarity and lack of understanding are causing concern in the sector. Those in the sector understand what is going, but they cannot see what might be coming back into the picture.

Transitional funding, which is being put in place to dampen the effect of the cut in entitlement funding, means that the maximum cut in funding per student next year will be 3%, but there is a lack of clarity about how this funding cut will be profiled in future. Many college principals are working on the assumption of a 3% cut each year for the next four years. Many are drawing up radical proposals to address the shortfall, which might be disastrous for the student experience and result in job losses in the sector.

Many colleges are telling me that if the cuts go ahead, they are likely to lead to a severe reduction in the amount of tutorial, guidance and enrichment available. That will probably be reduced to less than an hour’s tutorial session a week for students, and nothing else will be able to be resourced. Colleges will be in danger of becoming nothing more than exam factories, unable to spend time on developing the whole student, a job that they are recognised as doing extremely well at present. Interventions from Members on both sides of the House tonight have evidenced the effectiveness of the job that our colleagues in the post-16 education system are doing on behalf of those students who, after all, are our future and the country’s future.

It is likely that providers will now struggle to offer a broad range of extra-curricular activities that have for so long been a key characteristic of sixth-form education. Team sport, orchestras, drama productions, sign language, community volunteering, rocket science and magazine editing will all be put at risk.

[Julie Hilling (Bolton West) (Lab)]

Does my hon. Friend agree that these cuts will be compounded by cuts to youth services, so opportunities for positive activities for young people without means will be cut off completely?

[Nic Dakin]

My hon. Friend makes a good point. What is happening in education should be put in the context of what is happening in services available for young people outside the classroom. I fear that without the provision of culture and sport in post-16 education, students will access these pursuits only if they or their parents can pay for them. That is the danger, and my hon. Friend emphasises that by drawing attention to the pressures on youth services at this time as well.

[Yvonne Fovargue (Makerfield) (Lab)]

Does my hon. Friend agree that colleges such as those in my constituency, Winstanley and Wigan and Leigh, might find the excellent links they have developed with employers jeopardised by the lack of funding and the lack of ability to send students out on visits, work experience and day trips to try some employment? In an area of high unemployment such as Wigan, those are particularly vital.

[Nic Dakin]

I thank my hon. Friend for that contribution. Colleges are resilient and imaginative places, and I am sure that they will work hard to ensure that those student experiences are maintained. However, she is right that some of the funding for those activities comes from entitlement funding and that, if it is being cut by 75%, there is a need to square the circle, so colleges will need to look at ways of doing that. That might mean that class sizes rise or that there are other impacts on the system. However, she is right to emphasise the importance of vocational experience, sometimes quite short bursts of vocational experience within a package of learning as well as fuller training directly in the workplace, which will continue to be fully and properly resourced.

The size of the cut is unfair in comparison with the cut in funding per learner in primary and secondary education. It is also quite amazing that sixth-form colleges, rightly applauded by the Secretary of State and widely recognised as one of the most efficient parts of the education system, should be hit so badly. Surely that is an unintended consequence of a change in policy.

Will the Minister look again at the potentially very disruptive impact of the change to entitlement funding on different types of post-16 providers and consider ways of mitigating any unintended consequences? Will he provide information very soon on how much disadvantage funding will be allocated to each post-16 provider? Will he meet me and a group of college principals so that he can better understand the impact of the changes on those at the sharp end of understanding what is going on?

Finally, and slightly tongue in cheek, although I would welcome a positive answer, if he wishes to witness at first hand the excellence that the current arrangements resource, he might join me for John Leggott’s spring concert on 5 April to experience one example of what we have at the moment and what these changes might put in jeopardy.

--- Later in debate ---

[Tim Loughton]

My hon. Friend is right to point that out, and again I shall come on to some comments in that vein.

Coupled with a focus on targeting the most disadvantaged and helping to close that gap is a Government priority to devolve greater powers, autonomy and freedoms to educational institutions at all levels—to ensure that principals, heads, teachers and governors are freed from so much of the prescription, bureaucracy and targets that went before, so that they can make the most appropriate decisions for their local student community. They, surely, are the people best placed to make those decisions. If it means concentrating more on enrichment activities, albeit with a tighter financial settlement, we must leave it to the judgment of those principals and others to make such decisions at the sharp end. My hon. Friend is right to raise the issue.

So, we are spending an extra 1.5% cash over 2010-11, so that a record 1.62 billion young people can have a place—[Interruption.] Sorry, I think that should say “million”. We are not quite China yet. Teenage pregnancy is part of my brief, but we have not quite reached that point.

Anyway, we are spending an extra 1.5% cash over 2010-11, so that a record 1.62 million young people can have a place in education and training. That is 23,000 more places than in the current academic year. Within that total, we are increasing the proportion of funds directed at young people facing disadvantage and deprivation in order to help schools and colleges attract and retain those 16 and 17-year-olds who currently do not participate in education and training at all. We are also increasing the amount spent on foundation learning, so that those young people who were failed by the previous Government’s school policies, which pumped in billions but still left many at 16 without the skills they needed to progress, can access the courses that suit their needs.

To do that, however, we have to take account of the economic situation. There is no getting away from that. Every decision that the coalition Government take is made against the backdrop of the difficult economic position that we inherited. Although Opposition Members would like to put those uncomfortable facts to one side, those of us in government have to deal with them, recognising that decisions on schools and colleges throughout the country need to take account of the dire position of public finances.

The enormous interest charges we are paying on our national debt, now standing at £120 million per day, mean that we spend more on servicing that debt than on all our schools and colleges put together, and that just cannot go on. Unless we bring the deficit under control, future funding for this critical phase of education will be endangered and future generations will suffer the consequences. That means we have to ensure that every penny we spend on 16-to-19 education and training brings real benefits to the learner, helps those who need help most and ensures young people are educated to higher levels than now.

We took the decision to reduce the requirement for enrichment activities for two reasons. The Government’s first priority is to protect the core education programmes offered by schools and colleges—the whole range of courses, including A-levels, vocational qualifications and apprenticeships. It is this core that delivers the real benefits to all young people and enables them to progress successfully into higher education or employment. That is not to say that I regard the enrichment activities that the hon. Member for Scunthorpe has so eloquently praised as unimportant—far from it.

[Nic Dakin]

I hear what the Minister says. In some ways, it is sadly predictable in so far as it suggests that there has not really been a proper understanding of what is happening on the ground, where there is genuine concern about the impact of the cuts, which could be quite difficult. Pastoral support and guidance is part of the entitlement funding, and that is very much part of the core of the education system as it stands.

[Tim Loughton]

I understand the hon. Gentleman’s point, but he must understand that we have had to make these difficult choices. In an ideal world and an ideal economy, we would be able to service and finance a full academic and enrichment programme and the complementary aspects that much of that brings, but we do not have the luxury of that choice at the moment. As I have said, I am not in any way trying to undermine the importance of some of the things that he has suggested. The chess clubs, the debating societies, the Duke of Edinburgh’s award scheme, and many of the things that went on in his own college are indeed important. But at a time when we want to maximise participation by all 16 and 17-year-olds, alongside a need to respond to extremely difficult economic circumstances, providing a funding entitlement to those activities to all full-time learners cannot be a priority.

Education Maintenance Allowance

Nicholas Dakin Excerpts

Wednesday 19th January 2011 Commons Chamber

[Mr Gibb]

I will not give way now, as the speech by the hon. Gentleman’s Front-Bench colleague, the hon. Member for Hartlepool, went over time slightly.

We have been determined to protect the money that goes to schools and the front line, and we have managed to ensure that school funding is protected in cash terms and will rise to cover increases in pupil numbers.

Perhaps the Opposition are arguing that there should be no cuts elsewhere, however. Perhaps they are arguing that they would cut the deficit more slowly, and allow it to remain a little longer—another half a billion pounds here, another billion there—so ensuring that we continue to pay enormous interest charges, which now stand at £120 million every day. That could be the Labour party’s approach: challenging the capital markets and calling the bluff of the people who invest the pension funds in sovereign debt to pull the plug or downgrade Britain’s credit rating.

That is not a risk that the coalition Government are prepared to take. Greece provides an example from not too far away, and Ireland is nearer still. We are not prepared to risk this country’s future. We are not prepared to plunge Britain into a currency and debt crisis, and we are not prepared to delay our economic recovery by failing to take the action that is necessary to get the public finances back under control. If we were to do so, young people—the people whom the Opposition purport to be representing today—would bear the brunt of the consequences of this failure. It is young people who suffer when companies freeze recruitment, and it is ensuring that our recovery happens sooner rather than later that lies at the heart of every difficult decision on spending taken by every Minister in this Government.

The overriding tenet of the coalition Government is to close the attainment gap between those from the poorest backgrounds and those from the wealthiest, so in making these changes to EMA we have been determined to ensure that no student is prevented from staying on in education because of genuine financial hardship. The hon. Member for Wigan made a passionate and thoughtful speech, but all her arguments can and will be addressed by the replacement support that we intend to put in place. It is wrong to undermine the research that was commissioned by the last Labour Government and carried out by the highly respectable National Foundation for Educational Research. It had a representative sample size of more than 2,000.

[Nic Dakin (Scunthorpe) (Lab)]

rose—

[Mr Gibb]

I will not give way.

We are targeting some of the savings from EMA to those young people who the NFER survey showed might not have stayed in education but for EMA.